72020 120 by Watermark | Field Experience Print-Friendly View student Name: vliams, Benjamin ¢ Explanations for Student Teachers viewing your assessments ‘+ Total Score atthe end of each section fs the average score (calculated autornatically by the form) for that specific section ofthe rubric. Bottom of the assessment Grade boxis left blank intentionally. ‘+ The Rubrics Total score atthe bottom of the assessment s the sum of all section scores (calculated automatically bythe form). This evaluation cannot be shared with anyone outside ofthe university without the written consent of the student teacher. THE STUDENT TEACHER A. PROFESSIONAL KNOWLEDGE The student teacher ..* Developing Meets Does Not Meet Towards Expectations Exceeds Expectations Expectations crarcery Expectations Seore/Comment ‘AT, DEMONSTRATES 0.08 AN inaccurately and references AND... explicitly UNDERSTANDING —_nconsistently appropriate referencesand AND... clearly OFAPPROPRIATE ——referencesthe ——content standards clearly aligns demonstrates and CONTENT appropriate in daily plans: appropriate explains the STANDARDS content contentstandards appropriate (SOUPROFESSIONAL standards. with planned sequencing of the STANDARDS), activities and content standards Int ASC an assessments; ‘2, DEMONSTRATES 0.08 SSENTIAL inaccurately demonstrates AND...uses KNOWLEDGE AND Presents key accurate representation _-_-AND...uses SKILLS OFSUBECT Subject matter knowledge and andor an AREA. InTASC & ideas and skills, skills of subject. explanation that. ‘representations area: captures key and explanations subject matter that capture key ideas and skis; Subject mater ideas and sil 3, DEMONSTRATES 0.09 THELINK BETWEEN references references references content THECONTENTAND —contentto content to EITHER to BOTH the AND...references STUDENTS’ PAST NEITHER the the students’ past students’ pastand content to real AND FUTURE students’ past and and future future learning world experiences LEARNING future learning learning. and applications. EXPERIENCES AS hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormleacherk-AdtceeStSGa7SISd... 1/1272020 WELL AS RELATED SUBJECT AREAS. Intasc ag ‘experiences NOR related subject 120 by Watermark | Field Experience experiences OR related subject experiences AND related subject Rubric Score 027 Rubric Mean 0.09 comments: Professional Knowledge Ben consistently sought methods for student connections from previously learned concepts and skills. He looked at the grade appropriate SOL in order to design lessons. Furthermore, Ben helped students make connections to how skill learned in English can be used in other classes, He gave anecdotal accounts of study skills, past learning experiences, and of his own journey asa Fairfax County student. B. ASSESSMENT OF AND FOR STUDENT LEARNING The student teacher..." Developing Meets Does Not Meet Towards Expectations Exceeds Expectations Expectations rarcer) Expectations Score/Comment 21.515 0.08 ACCEPTABLE, setsunacceptable, sets acceptable ——_AND...sets MEASURABLE, AND ‘IMmeasurable,or and appropriate ——_-measurable |AND...matches ‘APPROPRIATE Inappropriate learning outcomes learning outcomes _l#arning outcomes EARNING learning outcomes and achievement andachievement and achievement OUTCOMESAND —-andachievement—_goalsforstudent —_goalsforstudent_ __B0als to classroom ACHIEVEMENT goals for student learning: learning AND assessments, GOALS FOR learning, states these clearly STUDENT on the lesson plan: LEARNING. InTASC 82. PLANS FORMAL 0.06 ANDINFORMAL Plans plans appropriate AND. has ASSESSMENT OF inappropriate formal and AAND...can strategies LEARNING formal and informal articulate ways provide students outcomes. informal assessments that formal and with effecive, IntASC 63 assessments that arelinked to Informal descriptive arenotlinkedto learning assessments feedback to guide learning ‘outcomes; should impact their progress outcomes. future earning 83, CHECKS FOR 0.08 UNDERSTANDING USING A VARIETY OF ASSESSMENT TECHNIQUES TO makes few er no attempts to determine student comprehension monitors student comprehension of content AND Uses avarlety of assessment techniques to AND...analyzes individual and group hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormaacherk-ddtceeStSca7SISd... 2/1272020 ENHAN STUDENT LEARNING. InTASC AND gives students litle or no feedback. 120 by Watermark | Field Experience provides students with limited feedback, comprehension of the content AND provides students comprehension of the content, AND ives all students 62.68 with imely substantive and meaningful specific feedback feedback AND makes appropriate instructional adjustments 2s necessary 24, USES FORMAL 0.08 ANDINFORMAL ——_uses formal or uses formal and AND. .uses ASSESSMENT Informal informal AND..ues assessment EVIDENCE TO assessments assessments; assessment evidence to IoeNTIFY evidence to inform, guide and STRATEGIES TO identity strategies agjust incuidval IMPROVE to improve students learning INSTRUCTION Insteurtion by identifying Intasc 5 strategies to sitferentiate instruction Rubric Score 03 Rubric Mean 0.075 Comments: Assessment of and for student learning ST designed assessments with student needs and essential skils in mind, There were opportunities to try multiple assessment options for students, but ST often utilized the same method. After providing examples, ST was able to adjust just before the end of his internship to design and assess in various avenues to better meet the needs ofall earners C. INSTRUCTIONAL PLANNING The student teacher .. Developing Meets Does Not Meet Towards Expectations Exceeds Expectations Expectations (TARGET) Expectations Score/Comment 1.15 FAMILIAR, ————_ 0.03, Wink AN uses “Unfamiliar with is familar with the AND...uses RELEVANT ASPECTS he background, _—relevantaspects—relevantaspects of demonstrates OF STUDENTS’ experiences, and of the students) detailed BACKGROUND, skilllevel of most background, background, understanding of KNOWLEDGE, students inthe knowledge, knowledge, the background, EXPERIENCE, AND “85S. experience, and experience, and experience, and SKILLS. INTASC 2c, sill Tevel of ALL 7, students in the hitpssimu.k20 comleampustoolshigheredik12_portfalis_courseporvolo_assessmenlforms_body.da?acion=showlormlaacherk-AdtceeStSGa7SISd... 3/1272020 120 by Watermark | Field Experience skills of most students in the skills of most students in the class AND plans. Using what she dass; dass knows about leamers including developmental levels, prior learning, and interests 2. PLANS ——— om DIFFERENTIATED Plans plans AND...seeks INSTRUCTIONTO ——_undiferentiated differentiated effectvelyplons resources from ADDRESS THE instruction instruction to differentiated instructional UNIQUE address the Instruction to specialists to CHARACTERISTICS unique address the refine plans to OF INDIMIDUAL characteristics of unique mmeetlearner STUDENTS (E.G some individuals chafacteristcs of needs, TAGIGT, ESL, inthe dass. ‘ost individuals in SPECIAL NEEDS), the class; InTASC 1b, 2a, 76 PLANS —_— 08 APPROPRIATE plans plans appropriate AND...plans varied § INSTRUCTIONAL _appropriate methods and methods and AND...uses data to STRATEGIES TO methods and activities tomeet activities tomeet_ Plan approp MEET THE actvtiesto meet the learning the learning varied methods EARNING the learning outcomes; outcomes; ‘and activites to ourcomes. outcomes. meetthe learing Inrase7 ‘outcomes (CA. INTEGRATES 03 INSTRUCTIONAL _—@relyintegrates sometimes regularly TECHNOLOGY IN. instructional integrates integrates AND. integrates a PLANNING. InTAsc_technologyin instructional appropriate variety of 7,8 planning technology in instructional instructional planning; technology in technology in planning to meet planning, AND learning early identiies outcomes; alternative plans in the event technology fails (CS. INTEGRATES 0.03 ESSENTIAL integrates only integrates integrates CONTENT IN non-essential essential content _essentialcontent_—-AND-planning's PLANNING. InTAsc _contentin insome planning. _inall planning, expanded 78 planning elaborate on identified essential hitpssimu.k20 comleampustoolshigheredik12_portfalios_courseporolo_assessmenlforms_body.da?acion=showlormaacherk-ddfceeStSGa7SISd... 4/1272020 120 by Watermark | Field Experience content to ‘enhance student learning. (6, PLANS TIME 0.02, REALISTICALLY FOR plans time plans include PACING AND realistically for Plans time realistic pacing TRANSITIONS FOR —_—acingand pacing; however, realistically for allowing for CONTENT transitions. transition time is acing AND ‘content mastery MASTERY. CAEP 1 not apparent. transitions, AND meaningful transitions that promote student learning. Rubric Score 016 Rubric Mean 0.026 Comments: instructional Planning ST outlined desired learning outcomes with the help of cooperating an SPED co-teacher. ST consistently utilized technology primarily for ‘Advanced Academics classes, but appropriately balanced technology with non-technology opportunites forthe co-taught classes, After some guidance, ST started to create and employ more graphic organizers fr students in co-taught classes, which i vital for meeting the needs of students and IEP requirements, Additionally, ST needed a litle guidance ta help with pacing, This comes with experience as a teacher. D. LEARNING ENVIRONMENT The student teacher ..* Developing Meets Does Not Meet. Towards Expectations Exceeds Expectations Expectations crarcery Expectations Score/Comment 01, ESTABLISHES A 0.03 SAFE PHYSICAL maintains an attempts 0 effectively creates, § ————_—— AND Unsafe physical maintain asafe safe physical and AND explains the PSYCHOLOGICAL andpsychological —_physieal and psychological purpose for these -NVIRONMENT. environment psychological environment choices to InTASC 3a, 3k environment. students 02, ESTABLISHES A 0.03 CLIMATE OF TRUST AND TEAMWORK. InTaSC 33,34 ignores evidence thata dimate of trust and teamwork is lacking, attempts to create a chmate of ust and teamwork by being fair and respectul purposefully creates a diate of trust and teamwork by being enthusiastic, fair, caring, and respectfulto all students; AND. .fosters regular student collaboration, hitpssimu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormlaacherk-AdtceeStSGa7SISd... 5/1272020 120 by Watermark | Field Experience 93, MAINTAINS ignores students’ attempts responds 9.03 CONSISTENT needs ang maintain positive effectively and demonstrates the STANDARDS FOR behavior. classroom consistently to “ability to change POSITIVE te changs aehavior, students'needs yng adapt CLASSROOM and behavior AND ciaceroom BEHAVIOR. InTASC an explain why ol be management plans the modelthey are sce on students! Using for POSKWVE Changing needs classroom ‘and behavior AND behavior is explain why effective changes were made 4, 0.03) DEMONSTRATES ‘lafrequently eanidentifythe AND. .respects shows awareness different cultural andrespondsto AND. RESPONSIVENESS _of the different backgrounds AND the varying incorporates these ditferences into TOTHE CULTURAL cultural acknowledge cultural BACKGROUNDS backgrounds and ifferent backgrounds and his/her teaching [AND DIFFERING altering perspectives differing and use of content PERSPECTIVES OF Perspectives of represented inthe perspectives of examples. LEARNERS, InTAsc _learnersin the classroom; learners in the atal dlassroom, dlassroom; Rubric Score oaa Rubric Mean 0.03 Comments: Learning Environment This 1 ST's strongest area as an intern. Not only did he establish such a warm, caring, risk-taking environment, he consistently sought moments for student tak to collaborate and solidify learning, Each day, he posted a greeting ina different language to represent each student in the classroom, He asked for student input on language ideas in order to represent the languages spoken at our school. He found and fostered moments to make connections with students through literature, video games, and other experiences, The students were engaged nearly every singe time, as well as seventh graders can be, because he made meaningful deposits into his relationship with the students, E, INSTRUCTIONAL DELIVERY The student teacher ...* Developing. Meets Does Not Meet Towards Expectations Exceeds Expectations Expectations (rarcen) Expectations Score/Comment El, PRESENTS. a —————— om PROCEDURES AND —presentsunclear —_—provides students ‘AND. .consistently ourcomes ‘OR inaccurate with clear, presents clear CLEARLY TO information about accurate procedures and hitpssimu.k20 comleampustoolshigheredik12_portfalis_courseporolo_assessmenlforms_body.da?acion=showlormeacherk-AdtceeStSca7SISd... 6/1272020 STUDENTS AND the learning, 120 by Watermark | Field Experience Information about AND. ensures outcomes, AND (CHECKS FOR objectives orthe ——thellearing thatal students effectively checks STUDENT proceduresfor objectives and rgarstandthe ‘for student UNDERSTANDING. instructional procedurestor gaming objectwes understanding Intasc 8 activities. instructional AND can cary out actives; those procedures; 2, PRESENTS ———_ 0.03 CONTENT usesinetfecive uses effective AND. .makes a ACCURATELY AND Strategies when strategies to contentrelevant AND. continually EFFECTIVELY. presenting content present contentto tostudents'prior Presents material intasc 4 tostudent students experiences: clearly and explicitly with well chosen examoles 3, ENGAGES AND ——_—_ 0.03 MAINTAINS Keeps students attempts tokeep keeps student STUDENTS IN passivelyinvolved students actively actvelyinvolwed AND. keeps al ACTIVELEARNING. learning, relying invohed, but by adapting students IntaSC 4b, 4c heavily on somestudents _instuctionin the _hallenged and lectures textbooks are disengaged. moment, baseci__—_—ighlyengoged as and worksheets. on student active learners and learning needs; Problem solvers, 4, ENGAGE 0.03 LEARNERS INA rarely uses provides students AND...engages, RANGE OF technology with guided students in AND. cultivates LEARNING support student learning student EXPERIENCES USING learning experiences with Collaboration and TECHNOLOGY. support student technology that is __initiative inthe use InTASC SL 8, 8n learning: appropriate and of appropriate challenging: technology to support student learning. £5, FACILITATES 0.03 STUDENTS USE.OF instruction instruction prepares students HIGHER LEVEL includes only Incorporates toapply existing AND. assesses THINKING SKILLS IN FoWer level higher level knowledge in new thelr growth and INSTRUCTION thinking skis (eg. thinking sklls(eg, areas through evelopment in InAs sf using only low problem solving, higher order use of higher level level questions). eral thinking, thinking sls in_—_—thinking kills and analysis, but instructional students still activities; require instruction to apply these techniques, £6, DIFFERENTIATES 02 hitpssimu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormeacherl-ddtceeStSea7SISd... 7/1272020 INSTRUCTION AND PROVIDES APPROPRIATE ACCOMMODATIONS To MEET TH NEEDS OF DIVERSE LEARNERS, InTASC 22,2b,8 provides undifferentiates instruction for students, 120 by Watermark | Field Experience attempts to accommodate student learning needs but with mixed success, differentiates and scaffolds Instruction to accommodate most students’ learning needs. successfully reaches al students by skilfully differentiating and scaffolding, using appropriate for a range of learners. 7. USES INSTRUCTIONAL AND TRANSITION TIME FOR CONTENT MASTERY. InTASC 41,8 uses instructional time inappropriately andlor on activities of litle instructional value Inconsistently Uses instructional and transition time effectively consistently uses Instructional and transition time effectively for content mastery; AND. .perforrns oninstructional procedures efficiently. 02, Rubric Score one Rubric Mean 02s ‘Comments: Instructional Delivery ST had abit of a rough start when it came to some procedures for students to follow on certain assignments. ST did do a great ob of checking for understanding. In FCPS, we cal this the "capture" to check on student learning after information has been presented and students have had a chance to begin practicing a skill Through experience and feedback, ST did a much better job withthe clear procedures and outcomes. Because ST built such strong, positive relationships withthe students, they were engaged nearly the entire ‘time, as wel as 7th graders can be, he presented or spoke tothe class. Scaffolding and transitions were more challenging for the ST. He had to learn through experience and feedback how to best scaffold for our SPEd co-aught classes and how to have smo« transitions for the Advanced Academics and SPEd co-taught classes, er faster F, REFLECTION FOR STUDENT ACADEMIC PROGRESS The student teacher ..* Does Not Meet Expectations Developing Towards Expectations Meets Expectations (TARGET) Exceeds Expectations Score/Comment 1, PROVIDES SPECIFIC EVIDENCE To DOCUMENT STUDENT LEARNING. InTASC 62, 6g 60, provides unclear evidence to document student learning collects and reviews some data to document student learning consistently analyzes and interprets assessment data student learning overtime, AND uses a variety of assessment ata to document studentlearning and develop interim learning goals. 0.02, hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormaacherk-ddtceeStSGa7SISd... a/12-ai2020 TK20 by Watermark | Feld Experience £2. TAKES puts the acknowledges takes responsibility 0.03 RESPONSIBLITY responsibilty of responsibilty for for student gnD. sets and FOR STUDENT learning on the student learning. learning by implerer WeaRNNGeY ny ee l USING ONGOING censsany ress os ANALYSIS AND freuen ‘eines RECTION asa result of InTASC 5,61, saute ae reflection; £3. SteKS AND — oa uses Teles oklyon seth formation sees information InroRMarion —_ownknowedgeto from tne from profesional Seesinformation fom improve cooperating resourcesaND——_Tomvaried PROFESSIONAL Instruction teacher AND. Uses itta improve professional sources aemptstouselt instruction resources AND COOPERATING toimprove uses eefectvey TEACHER instruction toimprove COLLEAGUES, instruction ANoVOR RESEARCH TO IMPROVE INSTRUCTION latASC34, 106, 10r RubrieScore ack RubrieMean 0.025 Comments: Reflection for Student Academic Progress ST had moments of slow grading, but this wll mprove through time and experience. However, ST did read through student papers rather ‘quickly to make informed instructional decisions, ST always sought advice and feedback from cooperating teacher and SPE¢ co“ before designing or continuing lessons, ST also shared that he found some of his best ideas through classmates, blogs, and other professionals. He standards fitinto our concept-based units inded a PD workshop offered by our ELA supervisor in order to gain a better understanding of how the new ELA G. PROFESSIONALISM The student teacher ..* Developing Meets Does Not Meet Towards: Expectations Exceeds Expectations Expectations (TARGET) Expectations Score/Comment DEMONSTRATES §—§—§ 0.03 THE EXPECTATIONS aS inaneethically inconsistently consistently OF THE questionably adheres to ethical adheres to ethical PROFESSION manner and does codes of conduct. codes of conduct hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormeacherl-ddfceeStSGa7SISd... 9/1272020 INCLUDING CODES. not follow federal 120 by Watermark | Field Experience and professional and professional AND...jntentionally oF eTHics, and state bws and standards standards aidheeste ana PROFESSIONAL school policies. (attendance, dress, (attendance, dress, can apiculate STANDARDS OF meets deadlines, meets deadlines, federal and state PRACTICE AND confidentiality, confident, laws, school RELEVANT LAW. a0) etch AND POLICY policies and ethical InTASC 9}, 80 auidelines. (62. TAKES —___ 08 INITIATIVE TO infrequently takes ownership of | AND...practices GROW AND participates in professional the new strategies AND..actively DEVELOP school-based gromth by learned to support seeks and engages THROUGH learning partcipatingin —_—_studentlearning, ‘ongoing INTERACTIONS experiences schoolbased professional THAT ENHANCE professional learning PRACTICE AND learning ‘opportunities in SUPPORT STUDENT experiences; order to meet LEARNING. InTASC professional goals 93, 9b, 9d, 9n, 10° in suppor of studentlearning a 0.03 communicates _frequentlymakes _periadically makes uses correct —____ EFFECTIVELY exrorsin cerrorsin grammar, grammar usage, AND..speaks and THROUGH ORAL —«Bammar, usage, usage, and spelling and spelingin writes correctly AND WRITTEN. and spelling in in professional professional ‘and fuily in LANGUAGE. CAE professional contexts, contexts professional contexts contents 4. 2uLLos 0.03 RELATIONSHIPS takesiitle oro attempts tobulld collaborates AND effortco effectively relationships and colleagues, AND. COLLABORATES build relationships collaborate with administrators, communicates WirH FAMILIES, oF collaborate with colleagues, and families to effectively to build ‘COMMUNITIES, colleagues, administrators, support the strong COLLEAGUES, AND administrators, and families. specificlearning __‘elationships AND OTHER and families needs ofstudents; seeks out PROFESSIONALS «collaborative To PROMOTE relationships with LEARNER GROWTH community AND members and DEVELOPMENT, other InTASC 16, 10, professionals to 10d, 10 promote learner growth and evelopment 65. ACCESSES 08 RESOURCES TO htps:imu.k20.comlcampustoolshigheredik12_portflios_courseportolio_assessmentiorms, body do?action=shawlormloacherS-AdtcoeS456a7Si5, sone72020 120 by Watermark | Field Experience DEEPEN AN demonstrates occasionally consistently AND. UNDERSTANDING ignorance towards demonstrates demonstrates incorporates (OF CULTURAL cultural ethnic, knowledge of knowledge of learners ETHNIC GENDER perder, and cultural, ethnic, cultural ethnic, experiences, ‘AND LEARNING learning gender, and gender, and ccatures and DIFFERENCESTO ——itverences of learning learning ‘community BUILD STRONGER students, differences of differences of resources into RELATIONSHIPS jentsto build students to build instruction, [AND CREATE MORE stronger stronger RELEVANT relationships and relationships and LEARNING create more create more EXPERIENCES, relevant learning relevant earning InTASC 2k, 96, 9m ‘experiences, experiences; Rubric Score os Rubric Mean 0.03 SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT Areas of Strength ST was strongest in building positive, meaningful relationships with students and professionalism. Building positive relationships enabled the ST to fully engage the students as they were hanging onto his every word in nearly all lessons, Adlitionally, ST was strongest in Professionalism. He always welcomed feedback, advice, and ideas to become a better teacher. Areas for Growth ‘Although grading can be a daunting, overwhelming undertaking, I would suggest streamlining grading. This isthe plight of teachers today, but one must determine what is truly important to reflect learning ina gradebook that: jents and parents can see. Offer feedback in ‘other methods instead of collecting papers for a grade. Also, if middle school or teaching a SPEd population are viable teaching options, consider creating more handouts instead of having st SAVE AND SUBMIT sdents write on spook paper. Please remember to save the binder when you are finished with the assessment. When you have completed everything for the student you can then press the submit button. You will be alerted if you try to submit before completing all of the requirements. TOTAL Total Score: 1.26 Total Mean: 0.039 GRADE Total Score: hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body.da?acion=showlormaacherk-ddtceeStSGa7SS... 11/1272020 120 by Watermark | Field Experience 126 Grade: hitps:imu.k20 comleampustoolshigheredik12_portfalios_courseporvolo_assessmenlforms_body da?acion=showlormaacherl-AdtceeStSea7S'S... 12/12